Reading practices developed in children's school during the covid-19 pandemic: considerations with contributions from Historical-Cultural Theory

Abstract

During the pandemic period, due to social isolation, the school context was affected. Among the activities that were implied by this imposed reality, there are reading practices. Thus, considering the scientific articles produced in the area of ​​Education, the question is: how did these works perceive and analyze the reading practices developed in the Escola da Infância in times of the covid-19 pandemic? The objective is to seek to understand how reading practices were worked on in the Escola da Infância in the context of the covid-19 pandemic, having as a parameter the data obtained in scientific articles published between 2020-2022, comprising the period of public calamity resulting from the pandemic of the covid-19, located on the Journal Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES), using the markers: “Leitura”; “Reading Practices”; “Childhood Education” and “Early Years of Elementary School”. The methodological procedure adopted for this investigation was bibliographical research with qualitative data treatment. The results showed that reading practices in remote teaching were: use of different literary genres, games, storytelling via meet and through transmissions on the Facebook application, reading for pleasure, etc., aiming to stimulate imagination and playfulness in the universe of the kindergarten. However, the results are incipient, due to the low number of publications, so there is still a need to investigate more about the strategies adopted in this period.